Teaching K–12 Transdisciplinary Literacy A Comprehensive Instructional Framework for Learning and Leading

Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K?12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with a skillset that is not constrained or siloed, but rather knowledge that students can apply to existing and emerging fields. The text begins with a clear, theoretical understanding of literacy instruction, delves into practical aspects of select instructional practices by grade level, and expands to the creation of schoolwide Multi-Tiered Systems of Support to ensure a continuous improvement system. The authors? inviting and innovative approach walks through real-world pathways for meaningful and inclusive literacy practices at distinct grade levels and includes authentic examples that show what the successful implementation of a K?12 transdisciplinary framework looks like.

Covering key topics such as MTSS, RtI, Professional Communities of Practice, national and state standards, this book supports pre-service ELA teachers, literacy coaches, reading specialists, and administrators, and is ideal for courses in literacy instruction and content area literacy.

Foreword by Brian Cambourne

Acknowledgements

Prelude

Interlude: Understanding rationales and dispositions

Chapter 1 Curating the K–12 transdisciplinary learning environment

Chapter 2 Understanding an integrated model of transdisciplinary literacy learning as a process

Chapter 3 Co-triangulating to inform K–12 instruction

Interlude: Defining K–12 instructional practices

Chapter 4 Using considerate and inconsiderate multimodal texts

Chapter 5 Defining Grades 9-12 instructional practices within a K–12 literacy framework

Chapter 6 Defining Grades 6-8 instructional practices within a K–12 literacy framework

Chapter 7 Defining Grades 3-5 instructional practices within a K–12 literacy framework

Chapter 8 Defining Grades K-2 instructional practices within a K–12 literacy framework

Interlude: Building a foundation for implementation

Chapter 9 Developing a literacy leadership team to refine and sustain a K–12 transdisciplinary literacy framework for instruction

Chapter 10 Transdisciplinary literacy coaching on a continuum of professional learning

Chapter 11 Engaging in multi-tiered systems of upport, response to intervention/instruction, and professional learning communities of practice in a K–12 transdisciplinary literacy framework

Epilogue: Lessons learned

References

Glossary

Index

Enrique A. Puig, Ed.D., is Director of the Morgridge International Reading Center at the University of Central Florida, USA.

Kathy S. Froelich, Ph.D., is Clinical Associate, at the School of Teacher Education at Florida State University, USA, retired.